b'The Way ForwardAnticipating 2021 and Beyond UndoubtedlytheMonaCampushasrespondedtofor instance that like our peer institutions, we havenow more accessible to the student. When absorbinghowever shifted.No longer is the student poised at the extraordinary demands of the last academic yearlearned to make better use of technology to enhanceinformation from a teacher or lecturer is no longer thethe feet of the lecturer waiting for words of wisdom. andcanlayclaimtosomewell-definedsuccesseslearning,increaseaccessandpromotecollegeprimary gateway to success, then as educators ourThereisadifferentvirtualspace,withadifferent as highlighted in various sections under this Report.completion, without fear that such investments can ortask is to train the student not only on critical selectionfocusandrequiringdifferentmodesofdeliveryto There are no guarantees that what we considered towill fully take the place of experiential and residentialof valid sources but more importantly how they must beengage the learner.We have to find new ways to be normal will ever return with the sameness in whicheducation.wewillcontinuetorefinewhatweveable to apply knowledge that has been accessed. Realkeep students attentive, to absorb their energies on it existed before. Perhaps what is most essential for uslearned about what needs to be done on campus totransformation lies not in the increased and diversifiedscreen and to package information that we have to to garner from this experience of a pandemic is whatsupport a smarter, more efficient university in the post- ways of accessing information, but in the increaseddeliver in more precise or exercise activities. It is likely must be preserved as we move forward.We need topandemicworld.(https://attheu.utah.edu/facultystaff/ opportunitiesindividualswillhaveforcontributingthat much of our teaching will continue through digital absorb the lessons that it has taught us in using ourfour-lessons-we-have-learned-from-covid-19/)tocontentproductionandknowledgebuilding.packaging. A survey of UWI Mona students during the timeefficientlytodevelopuniquemethodsofbothFaculties will need to package and convey informationpandemic revealed that 49% preferred face-to-face reaching and accommodating a vast audience. To end this Report, we reflect in a preliminary waydifferently and staff will need to be retrained on howteaching, 35% of the students preferred a combined on what must be reconfigured and rethought at theto assess and examine students on the application offace-to- face and online delivery post pandemic, and 132 The Mona Campus joined the fraternity and sororitytertiary education level as we progress in 2021 andthematerialratherthanonregurgitatedknowledge15% would want to shift completely to online. Every133of all tertiary and educational institutions globally in abeyond.of a subject, the latter which in any event is readilyProgramme will be blended.Pivoting to virtual, it was massive learning curve. The University of Utah sharedaccessible on their phones and computers. We mustfound that 27% of the staff had never delivered an Conversion of Teaching and Learningmove to the application of knowledge in order to helponline component; a training exercise to increase staff practices: Creating different studentthestudentrespondtothedifferentdemandsforcapacity to deliver virtually, significantly reduced that Perhaps what is mostthinkers and different teachers applied knowledge that is required by the workplace.gap to only 5%.With the transformation of how knowledge is readily essential for us to garneravailable at the touch of a digital screen, a parallelReaching students: Facilitating meaningfulFuturistically, reaching our students will require even from this experience of arevolutionmustalsotakeplaceinhowwemodifyaccess and communicationmoreresiliencegiventhemutationsofvirusesthat teaching and learning processes. This revolution hadA lot of students hide under the radar in the digitalwill continue to threaten our teaching methods. We pandemic is what must bein fact begun for those who had a handle on the digitalworld. With the face-to-face classroom, especially inmustmainstreamthedeliveryofourcoursesand world and for a younger generation born into the digitalmanageably-sized classes, we are able as teachersprogrammesintoasmanyvirtualcomponentsthat preserved as we move forward. age. The COVID-19 pandemic and pivot to digital hasto connect to the students; the education wheel hascan be managed, understanding that some disciplines We need to absorb the lessonsforced a reckoning with what we must all learn aboutrequire components that need to factor in face-to-face new ways of teaching and learning.First what weand clinical components. Perhaps the real lesson that that it has taught us in usingdelivereitherinface-to-faceclassroomsorontheWe must move to the applicationwill inform teaching and learning is a shift in the mindset our time efficiently to developscreen must shift from content to understanding andof knowledge in order to help theand language of moving from change to adaptation. validating information.While there will be some lossesWeneedtothinkaboutadaptationtowhatdigital unique methods of bothin accepted pedagogical practices of not being able tostudent respond to the differentlearning offers while maintaining the fundamental and reaching and accommodatinglook into the eyes of the student to see if material is beingdemands for applied knowledgefoundational strengths of the in-person experience.understood, the methods of delivery themselves have(https://www.insidehighered.com/blogs/learning-a vast audience. to be transformed since knowledge as a commodity isthat is required by the workplace.innovation/learning-covid-19).Tofullyrealizethe ANNUAL REPORT 2019/20 Realigning our Resources with Resilience and Resourcefulness'